群体审议视角下课程权力问题探析  

An Analysis of Curriculum Power Question An Angle of View from Group Deliberation

作　　者：于翠翠[1] 朱成科[1] 

机构地区：[1]渤海大学课程与教学研究中心,辽宁锦州121013

出　　处：《湖南师范大学教育科学学报》2010年第1期109-111,119,共4页Journal of Educational Science of Hunan Normal University

基　　金：教育部人文社会科学研究"十一五"规划项目"建国以来基础教育改革的主要理论与时代创新研究"[06JA880012]

摘　　要：课程审议权力分配的权责不清造成了审议过程中出现多种力量对峙的权力场域,偏离了审议的本意。这不仅异化了合作,而且还催生了边缘的沉默。明晰审议中课程权力的关键就在于从权力细化的角度把握新课程改革,并通过正义诉求的内在呼唤和内部团体的潜在共识,辅之以渐进决策模式而实现课程审议对我国课程改革的促进和发展。The distribution of power of curriculum deliberation resulted in the power field of force territory which many kinds of strengths confronted in the deliberation process, deviated the delideration original intention, which not only Alienated cooperation, but also gave birth to the edge of silence. The key is to define the curriculum in the deliberation fi＇om the perspective of the refinement power to grasp the new curriculum reform, through the intrinsic demands of justice and in-group＇s Potential consensus, complemented by a progressive decision-making patterns in order to achieve curriculum deliberation to promote the positive significance of China＇s curriculum reform.

关 键 词：群体审议 课程权力 课程决策 课程改革 

分 类 号：G40-0[文化科学—教育学原理]